How do primary school English textbooks teach moral values? A critical discourse analysis

Puspitasari, Dewi; Widodo, Handoyo Puji; Widyaningrum, Lulut; Allamnakhrah, Alhasan; Lestariyana, Reni Puspitasari Dwi

doi:10.1016/j.stueduc.2021.101044

Cited by 40 publications

(50 citation statements)

References 19 publications

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“…Assuming that the 2017 version is in line with the Ministry's updated recommendation of the five core values of character education, it is crucial to scrutinize the book from the perspective of the five core values. Many researchers have analyzed about character education in textbook, such as Darmayenti et al (2021), Hirdayu et al (2022, Husna & Kamar (2019), Kusramadhani et al (2022), Mandala & Pujiati (2020), Masita (2021), Permana et al (2018, Puspitasari et al (2021), Setiawan & Fahriany (2017), and Wardani et al (2019. Darmayenti et al (2021) dealt with developing religious character and local wisdom in the textbook for university students.…”

Section: -40mentioning

confidence: 99%

“…Darmayenti et al (2021) dealt with developing religious character and local wisdom in the textbook for university students. Puspitasari et al (2021) focused on character education in the primary textbook. Masita (2021), Setiawan & Fahriany (2017), Setiawan & Fahriany (2017), Wardani et al (2019) focused on character education in a senior high school textbook.…”

Section: -40mentioning

confidence: 99%

“…It means that the learning process is focused on cognitive achievement with emphasis on character, morals, behavior, and attitude in the learning process (e.g., tolerant, honest, responsible, obeying the rule, respecting others, helpful, religious, discipline, solidarity, creative and hardworking). All aspects of the learning process should intermediate the cultivation of character value among the students, including the textbooks (Puspitasari, Puji, Widyaningrum, & Allamnakhrah, 2021).…”

Section: Introductionmentioning

confidence: 99%

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The Representations of Character Education Values in English Textbook When English Rings a Bell

Khanadi

Suwastini

Adnyani

et al. 2022

IEE Ind. J. Eng. Edu.

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The present study analyzed the representations of the Five Core Values of character education recommended by the Indonesian Ministry of National Education in 2017 into a national English Textbook for 7th Grade, entitled When English Rings a Bell. The present study was qualitative research, which conducted the data classification, data display, and conclusion drawing concurrently and repeatedly, while the whole process is always compared with the data collection. The study revealed that the book investigated represents all five core values: religiosity, nationalism, independence, cooperation, and integrity. Religiosity and nationalism were the two values most cultivated in the textbook, while integrity is represented more infrequently, and cooperation value is sparsely presented. These findings imply that the imbalanced representation of the five core values in the textbook investigated could negatively affect the students’ character building. Thus, the present study recommends teachers use this textbook to design activities that call for cooperation and integrity values, so the students’ character building at school can be more balanced. ABSTRAKPenelitian ini mencermati representasi Lima Nilai Utama Pendidikan Karakter yang direkomendasikan Kementrian Pendidikan dan Kebudayaan pada 2017 ke dalam buku teks Bahasa Inggris untuk Kelas VII berjudul When English Rings a Bell. Kajian ini dirancang sebagai penelitian kualitatif deskriptif, dimana kategorisasi data, pemaparan data, dan penarikan kesimpulan dilakukan bersamaan dan berulang, serta selalu dibandingkan dengan proses dan hasil pengumpulan data. Ditemukan bahwa buku teks yang dikaji mengandung representasi kelima nilai utama pendidikan karakter yang direkomendasikan kementrian: religius, nasionalis, mandiri, gotong royong, dan integritas. Nilai religius dan nasionalis adalah dua nilai yang paling sering dihadirkan, sementara intgritas dihadirkan cukup sering dan nilai gotong royong merupakan nilai yang paling jarang. Temuan ini menunjukkan bahwa ada ketidakseimbangan dalam representasi kelima nilai utama pendidikan karakter dalam buku teks yang dikaji, yang dapat berimplikasi negative pada pengembangan karakter anak. Untuk itu, penelitian ini menyarankan agar guru mengimbangkan ketimpangan pada buku teks ini dengan merancang kegiatan-kegiatan yang mengembangkan nilai gotong royong dan integritas sehingga usaha penguatan karakter siswa dapat berlangsung dengan lebih baik dalam pembelajaran di sekolah.

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Section: -40mentioning

confidence: 99%

Section: -40mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Representations of Character Education Values in English Textbook When English Rings a Bell

Khanadi

Suwastini

Adnyani

et al. 2022

IEE Ind. J. Eng. Edu.

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“…Pengalaman interaksional secara positif antara rumah dan ruang kelas meningkatkan kualitas perkembangan aspek social emosional anak. Sekolah harus memainkan perannya dalam membekali anak dengan pemahaman dan kesadaaran moral melalui modelling dalam membentuk identitas moral mereka (Puspitasari et al, 2021) Optimalisasi pengembangan aspek social, emosi, dan moral anak selama di rumah harus mendapatkan parenting dari orang tua yang sesuai dengan tuntunan Al Qur'an dan Sunnah (Anisah, 2011). Peran sekolah ditunjukkan dengan adanya upaya pengembangan social emosional, dan moral dalam membentuk sikap social pada siswa terintegrasi dalam kegiatan pembelajaran.…”

Section: Implikasi Perkembangan Sosial Emosi Dan Moral Anak Terhadap Pembentukan Sikap Sosial Siswa Sekolah Dasarunclassified

Perkembangan Sosial, Emosi, Moral Anak dan Implikasinya Terhadap Pembentukan Sikap Sosial SIswa Sekolah Dasar

2021

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Penelitian ini bertujuan untuk (1) mengetahui karakteristik perkembangan social, emosional dan moral pada anak usia sekolah dasar, dan (2) untuk mengetahui implikasi perkembangan social, emosional, dan moral anak terhadap pembentukan sikap social pada anak usia sekolah dasar. Metode penelitian yang digunakan dalam penelitian ini adalah studi pustaka dengan teknik pengumpulan data melalui lembar checklis untuk memilih sumber primer dan sumber sekunder yang akan dijadikan rujukan. Hasil penelitian menunjukkan bahwa karakteristik perkembangan social, emosi, dan moral anak sekolah dasar sudah menyadari akan peran sosial, agama, ras, dan status social ekonomi dari teman sebayanya, menerima stereotif budaya dan sikap dewasa terhadap statusnya sehingga menimbulkan kesadaran kelompok dalam bersikap di lingkungan sosialnya. Karakteristik tersebut akan menetap sampai masa kanak-kanak akhir dan akan terus berlanjut sampai mereka dewasa jika pendidik memberikan stimulus dalam melanjutkan tugas perkembangannya secara matang. Stimulus tersebut berupa bimbingan, arahan, dan memberikan lingkungan social budaya yang baik dan sehat dalam perkembangan social, emosi, dan moralnya sehingga berimplikasi pada pembentukan sikap social yang baik. Agar kemampuan sosialisasi anak meningkat tugas pendidik adalah membimbing dan mengarahkan mereka untuk belajar menerima dan melaksanakan tanggung jawab, belajar bersaing dengan orang lain, belajar berprilaku social yang baik, belajar bekerja sama, belajar dari orang dewasa, belajar kepada kelompok sebaya, belajar menyesuaikan diri dengan standar kelompok, belajar bermain mengembangkan fisiknya, belajar berbagi, dan belajar bersikap sportif. Yang paling utama adalah pola asuh yang baik dari orang tua sebagai madrasah pertama bagi anak-anaknya dalam membentuk anak yang berakhlakul karimah sebagai wujud sikap social yang baik dalam lingkungan masyarakat.

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“…Providing character building by inserting certain moral values in the process of teaching and learning has been one of the goals for education in every level (Puspitasari et al, 2021;Rinenggo & Kusdarini, 2021). In a university level, in a literature classroom, moral values are understood as one of the aspects of literary texts.…”

Section: Introductionmentioning

confidence: 99%

Integrating Personal Moral Values in Teaching Literature in English as a Foreign Language Setting

Afifuddin

2022

Buletin Al-Turas

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This paper aimed at exploring the existence of the integration of personal moral values within the process of the teaching of literature in English as a Foreign Language (EFL) setting in an Islamic University in Indonesia. As a part of the personal literary competence being performed in approaching literary texts, in this case study, literature instructors in EFL setting were seen as approaching the teaching of the English Literary texts through the framework of Borsheim-Black’s Critical Literature Pedagogy. It was a pedagogical framework for merging goals of critical literacy and canonical literature instruction consisting of two stances of reading literature: reading with the text and reading against the text. In this study, the stance of reading against the text became distinguishable since the findings showed that both literature instructors inadvertently articulated their personal moral values in approaching the teaching of English literary texts within the classroom although the objectives of the courses did not focus on teaching moral values. The study concluded that these instructors have a certain perception towards the integration of their personal moral values in the reading of literature and the teaching of literature in EFL set-ting. Hopefully, such assumption will be studied in further research.

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How do primary school English textbooks teach moral values? A critical discourse analysis

Cited by 40 publications

References 19 publications

The Representations of Character Education Values in English Textbook When English Rings a Bell

The Representations of Character Education Values in English Textbook When English Rings a Bell

Perkembangan Sosial, Emosi, Moral Anak dan Implikasinya Terhadap Pembentukan Sikap Sosial SIswa Sekolah Dasar

Integrating Personal Moral Values in Teaching Literature in English as a Foreign Language Setting

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